Examining Strength-Based Characteristics in Adults with ADHD

Aim: To explore strengths-based self-concept in adults diagnosed with ADHD and to develop and conduct a preliminary psychometric evaluation of a novel self-report measure of self-perceived ADHD-related strengths (the ADHD Strengths Identification Questionnaire; ASIQ). Method: A novel self-report measure, the ASIQ, was developed based on a synthesis of qualitative literature and expert feedback from adults with ADHD. Data were collected via an online survey from 167 adults with a formal ADHD diagnosis. Exploratory factor analysis (EFA) was employed to establish the factor structure and internal consistency of the ASIQ. Independent samples t-tests, ANOVAs, and ordinal regression analyses assessed the relationship between strength identification and demographic variables including gender, education, socioeconomic deprivation, and ADHD treatment history. Results: EFA supported a two-factor, 12-item solution: Cognitive Adaptability and Creative–Divergent Thinking, with acceptable preliminary internal consistency. Descriptively, participants reported moderate-to-high endorsement of strengths across both domains. In univariable analyses, Creative–Divergent Thinking differed by gender and Cognitive Adaptability differed by educational attainment; deprivation and treatment history were not significantly associated with ASIQ scores. In combined models, demographic predictors were not statistically significant, suggesting that any subgroup effects were modest and should be interpreted cautiously. Discussion: These findings provide preliminary empirical support for the idea that adults with ADHD recognise positive strengths associated with their condition. The two-factor structure of the ASIQ mirrors themes from previous qualitative studies, suggesting a convergence between lived experiences and measurable strengths domains. Gender and education differences emerged in strength endorsement, though these results should be interpreted cautiously due to sample imbalances. Importantly, this research is in an early, exploratory stage - the ASIQ is not yet ready for clinical use. Nonetheless, the work highlights the potential value of strengths-based approaches in ADHD. Integrating an awareness of cognitive adaptability and creative-divergent thinking into post-diagnostic support and therapy could help adults with ADHD develop a more balanced and positive self-concept. Future research will need to validate the ASIQ through further psychometric testing (e.g. confirmatory factor analysis, broader samples) and establish how these strength domains relate to real-life outcomes. This initial evidence, however, underscores that viewing ADHD through a dual lens of challenges and strengths can enrich clinical practice and research, aligning with neurodiversity-affirmative perspectives.